Openings as of 4/28/2025

SPED - Inclusion Support Teacher - 25/26 SY

JobID: 7010

Position Type:
  Exceptional Education/Special Education


Date Posted:
  1/28/2025


Location:
  Exceptional Education


Date Available:
  07/23/2025


  Additional Information:  Show/Hide

DEFINITION: The job of Inclusion Support Teacher is done for the purpose/s of developing special education students'success in academics, interpersonal skills and activities of daily living by implementing district approved curriculum;documenting teaching and student progress/activities, outcomes; addressing students' specific needs; providing a safeand optimal learning environment; and providing feedback to students, parents and administration regarding studentprogress, expectations, goals, etc.
 ESSENTIAL FUNCTIONS:
(Essential functions, as defined under the Americans with Disabilities Act, may include the following tasks, knowledge, skills and other characteristics.  This list of tasks is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and tasks performed by positions in this class).
 
TASKS:
• Sets up a cooperative teaching arrangement that uses a variety of styles to fit student need, resources, time, and teacher skill for a dynamic learning experience prior to the student’s introduction and throughout their time in the environment;
• Develop Individualized Education Plan (IEP) for students; maintain compliance with all Federal Regulations and State Policies regarding the education of students with disabilities. Attends to the requirements detailed in the education plans of their special needs students, such as a 504 plan, Transition plan (a post-secondary plan), IFSP (Individual Family Service Plan), or IEP (Individual Education Plan) in coordination with implementation and review by the special education team (parents, special education teacher, specialized personnel, service providers and many times the student);
• Meets with team members and solicits the support of the school principal, program specialist, and special education director for help with materials and resources necessary to make inclusion beneficial for all involved.
• Ensure appropriate accommodations to the curriculum, lessons and learning environment. Instruction may be provided within the regular classroom setting, resource setting, and/or small classroom setting. Modifies lessons, materials, and tests as needed per the student’s education plan..
 
• Design engaging classroom activities and differentiated lessons so that all students may access the curriculum and benefit from the educational experience.
• Formally and informally assess the student learning (rather than relying solely on standardized curriculum) to create a comprehensive learning program.
 
• Set high expectations that are suitable for the students. Assessments may be differentiated based on each individual student plan. Administers alternate assessments as mandated by law when students cannot participate in regular state testing with their peers.
• Work collaboratively with general education teacher, instructional coaches, teaching and grade-level teams and other staff, especially instructional support team, to plan, share student work and ensure that instruction is aligned with identified curriculum and standards.
• Build a partnership with families, encouraging their active participation in students’ learning. Maintain open line of communication between the student’s parent to provide progress and request feedback.
• May need to administer first aid and assistance to medically fragile children (e.g. tube feeding, toileting, diapering, etc.) for the purpose of providing appropriate care for children as assigned.
• Directs instructional assistants, volunteers and/or student supports for the purpose of providing an effective school program and addressing the needs of individual students.
• Instructs students for the purpose of improving their success in academic, interpersonal and daily living skills through a defined course of study; Manages student behavior for the purpose of providing a safe and optimal learning environment.
• Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering to Education Code, administrative and/or school policies;
• Participates in a variety of meetings for the purpose of conveying and/or gathering information required to perform functions;
• Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.
 
KNOWLEDGE, SKILLS AND OTHER CHARACTERISTICS:
KNOWLEDGE is required to read a variety of manuals, write documents following
prescribed formats, and/or present information to others; and analyze situations to define issues and draw conclusions.
Specific knowledge required to satisfactorily perform the functions of the job includes: age appropriate activities, bilingual
(English/Spanish) helpful, pertinent codes, policies, regulations and/or laws, stages of child development, working
knowledge of school system
 
SKILLS are required to perform multiple, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skills required to satisfactorily perform the functions of the job include: analytical skills,
applying assessment instruments, preparing and maintaining accurate records, promoting child centered environment, record keeping, verbal and written communication skills.
 
ABILITY is required to schedule a number of activities, meetings, and/or events; often gather, collate, and/or classify data; and consider a number of factors when using equipment. Flexibility is required to work with others in a wide variety of
circumstances; analyze data utilizing defined but different processes; and operate equipment using a variety of standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with data of
varied types and/or purposes; and utilize a variety of types of job-related equipment. In working with others, problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent
interpretation of guidelines; and problem solving with equipment is moderate.
 
SPECIFIC ABILITIES required to satisfactorily perform the functions of the job include: adapting curriculum to meet needs of students, adapting to changing work priorities, addressing the learning styles of students, assessing learning outcomes achieved by students, communicating with students, creating and maintaining climate of respect, implementing activities that promote student learning, implementing classroom management techniques, maintaining confidentiality, meeting deadlines and schedules, planning instructional goals/outcomes for students, setting priorities, utilizing current
technology, working as part of a team, working with detailed information/data, working with frequent interruptions.
 
RESPONSIBILITIES include working under limited supervision using standardized practices and/or methods; leading, guiding, and/or coordinating others; and operating within a defined budget. Utilization of resources from other work units is often required to perform the job's functions.
 
REASONING ABILITY
Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.  Ability to deal with problems involving several concrete variables in standardized situations.
 
PHYSICAL REQUIREMENTS: Work is performed in an indoor environment. Work requires frequent sitting, standing, bending, repetitive motion, vision to monitor and lifting up to 15 pounds (should this be changed to 50 pounds due to the need for hygiene?).
 
The ability to perform this job’s primary functions requires the ability to monitor and physically restrain children if necessary.
 
The usual and customary methods of performing the job's functions require the following physical demands: significant lifting, carrying, pushing, and/or pulling; some climbing and balancing; frequent stooping, kneeling, crouching, and/or
crawling; and significant fine finger dexterity. Generally the job requires 5% sitting, 20% walking, and 75% standing. The job is performed under a generally hazard free environment.
 
QUALIFICATIONS:
Bachelor’s degree in job related area.
Valid Arizona Teaching Certificate in Special Education.
Certain endorsement may be required for certain positions
Must have a valid drivers license and dependable transportation
Valid Arizona IVP Fingerprint Clearance Card 

Salary Grade: Refer to Certified Salary Schedule        FTE: 1.0             Days: 211          Start Date:  2025/2026 School Year 

Application Procedure:
Apply online
 




Email To A Friend
Print Version

Openings as of 4/28/2025

Exceptional Ed - Inclusion Support Teacher - 25/26 SY

JobID: 7156

Position Type:
  Exceptional Education/Special Education


Date Posted:
  4/2/2025


Location:
  Exceptional Education


Date Available:
  07/23/2025


  Additional Information:  Show/Hide

DEFINITION: The job of Inclusion Support Teacher is done for the purpose/s of developing special education students'success in academics, interpersonal skills and activities of daily living by implementing district approved curriculum;documenting teaching and student progress/activities, outcomes; addressing students' specific needs; providing a safeand optimal learning environment; and providing feedback to students, parents and administration regarding studentprogress, expectations, goals, etc.
 ESSENTIAL FUNCTIONS:
(Essential functions, as defined under the Americans with Disabilities Act, may include the following tasks, knowledge, skills and other characteristics.  This list of tasks is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and tasks performed by positions in this class).
 
TASKS:
• Sets up a cooperative teaching arrangement that uses a variety of styles to fit student need, resources, time, and teacher skill for a dynamic learning experience prior to the student’s introduction and throughout their time in the environment;
• Develop Individualized Education Plan (IEP) for students; maintain compliance with all Federal Regulations and State Policies regarding the education of students with disabilities. Attends to the requirements detailed in the education plans of their special needs students, such as a 504 plan, Transition plan (a post-secondary plan), IFSP (Individual Family Service Plan), or IEP (Individual Education Plan) in coordination with implementation and review by the special education team (parents, special education teacher, specialized personnel, service providers and many times the student);
• Meets with team members and solicits the support of the school principal, program specialist, and special education director for help with materials and resources necessary to make inclusion beneficial for all involved.
• Ensure appropriate accommodations to the curriculum, lessons and learning environment. Instruction may be provided within the regular classroom setting, resource setting, and/or small classroom setting. Modifies lessons, materials, and tests as needed per the student’s education plan..
 
• Design engaging classroom activities and differentiated lessons so that all students may access the curriculum and benefit from the educational experience.
• Formally and informally assess the student learning (rather than relying solely on standardized curriculum) to create a comprehensive learning program.
 
• Set high expectations that are suitable for the students. Assessments may be differentiated based on each individual student plan. Administers alternate assessments as mandated by law when students cannot participate in regular state testing with their peers.
• Work collaboratively with general education teacher, instructional coaches, teaching and grade-level teams and other staff, especially instructional support team, to plan, share student work and ensure that instruction is aligned with identified curriculum and standards.
• Build a partnership with families, encouraging their active participation in students’ learning. Maintain open line of communication between the student’s parent to provide progress and request feedback.
• May need to administer first aid and assistance to medically fragile children (e.g. tube feeding, toileting, diapering, etc.) for the purpose of providing appropriate care for children as assigned.
• Directs instructional assistants, volunteers and/or student supports for the purpose of providing an effective school program and addressing the needs of individual students.
• Instructs students for the purpose of improving their success in academic, interpersonal and daily living skills through a defined course of study; Manages student behavior for the purpose of providing a safe and optimal learning environment.
• Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering to Education Code, administrative and/or school policies;
• Participates in a variety of meetings for the purpose of conveying and/or gathering information required to perform functions;
• Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.
 
KNOWLEDGE, SKILLS AND OTHER CHARACTERISTICS:
KNOWLEDGE is required to read a variety of manuals, write documents following
prescribed formats, and/or present information to others; and analyze situations to define issues and draw conclusions.
Specific knowledge required to satisfactorily perform the functions of the job includes: age appropriate activities, bilingual
(English/Spanish) helpful, pertinent codes, policies, regulations and/or laws, stages of child development, working
knowledge of school system
 
SKILLS are required to perform multiple, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skills required to satisfactorily perform the functions of the job include: analytical skills,
applying assessment instruments, preparing and maintaining accurate records, promoting child centered environment, record keeping, verbal and written communication skills.
 
ABILITY is required to schedule a number of activities, meetings, and/or events; often gather, collate, and/or classify data; and consider a number of factors when using equipment. Flexibility is required to work with others in a wide variety of
circumstances; analyze data utilizing defined but different processes; and operate equipment using a variety of standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with data of
varied types and/or purposes; and utilize a variety of types of job-related equipment. In working with others, problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent
interpretation of guidelines; and problem solving with equipment is moderate.
 
SPECIFIC ABILITIES required to satisfactorily perform the functions of the job include: adapting curriculum to meet needs of students, adapting to changing work priorities, addressing the learning styles of students, assessing learning outcomes achieved by students, communicating with students, creating and maintaining climate of respect, implementing activities that promote student learning, implementing classroom management techniques, maintaining confidentiality, meeting deadlines and schedules, planning instructional goals/outcomes for students, setting priorities, utilizing current
technology, working as part of a team, working with detailed information/data, working with frequent interruptions.
 
RESPONSIBILITIES include working under limited supervision using standardized practices and/or methods; leading, guiding, and/or coordinating others; and operating within a defined budget. Utilization of resources from other work units is often required to perform the job's functions.
 
REASONING ABILITY
Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.  Ability to deal with problems involving several concrete variables in standardized situations.
 
PHYSICAL REQUIREMENTS: Work is performed in an indoor environment. Work requires frequent sitting, standing, bending, repetitive motion, vision to monitor and lifting up to 15 pounds (should this be changed to 50 pounds due to the need for hygiene?).
 
The ability to perform this job’s primary functions requires the ability to monitor and physically restrain children if necessary.
 
The usual and customary methods of performing the job's functions require the following physical demands: significant lifting, carrying, pushing, and/or pulling; some climbing and balancing; frequent stooping, kneeling, crouching, and/or
crawling; and significant fine finger dexterity. Generally the job requires 5% sitting, 20% walking, and 75% standing. The job is performed under a generally hazard free environment.
 
QUALIFICATIONS:
Bachelor’s degree in job related area.
Valid Arizona Teaching Certificate in Special Education.
Certain endorsement may be required for certain positions
Must have a valid drivers license and dependable transportation
Valid Arizona IVP Fingerprint Clearance Card 

Salary Grade: Refer to Certified Salary Schedule        FTE: 1.0             Days: 211          Start Date:  2025/2026 School Year

Application Procedure:
Apply online
 




Email To A Friend
Print Version

Openings as of 4/28/2025

Personal Care Assistant - Exceptional Education - 25/26 SY

JobID: 7148

Position Type:
  Instructional Support Staff/Personal Care Assistant - Special Education


Date Posted:
  3/28/2025


Location:
  Exceptional Education


Date Available:
  07/29/2025


  Additional Information:  Show/Hide
DEFINITION: Under close supervision, assist teachers with the delivery of education and daily living skills curriculum and provide personal care and assistance in daily living and personal hygiene skills for special education students.  These activities may include behavioral support or supervision and/or toileting, medical, mobility and communication assistance for special education students.  

ESSENTIAL FUNCTIONS:
(Essential functions, as defined under the Americans with Disabilities Act, may include the following tasks, knowledges, skills and other characteristics.  This list of tasks is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and tasks performed by positions in this class).
 
TASKS:
Assist teachers with providing instruction for students with special needs in school/classroom setting; assist in supporting related service activities of Speech, Occupational Therapy, Physical Therapy, Adaptive Physical Education and Pool Therapy.  These duties also require assistance to prepare classroom materials for instructional activities; monitor and reinforce student behavior and performance; instruct students and develop life skills through assistance with eating, toileting, dressing and hygiene activities; assist in maintaining classroom setting, preparing lessons; support positive strategies to promote behavior, daily living skills and academic instruction;  communicate with parents, and assist students in a group and/or one on one basis; attend workshops and meetings when appropriate.
 
Assist teacher with making copies, filing paperwork, tutoring students, grading homework and tests; organize materials and prepare classroom for instruction; monitor students before and after school and during lunch/recess/specials; assist student with mobility-must be able to lift a minimum of 50 pounds; monitor and assists students with eating, toileting, and personal hygiene; aide in occupational and physical therapy for students throughout the school day; ensure a healthy and safe environment; clean and sanitize classroom setting, materials toys, mats, and tables; document any student-related incidents or injuries; perform related duties as assigned.
 
KNOWLEDGE, SKILLS AND OTHER CHARACTERISTICS:
Knowledge of District policies and procedures
Knowledge of developmental, physical and mental delays and disorders
Knowledge of special education or special needs accommodations
Knowledge of standards for special education.
Skill in utilizing sensory/therapy equipment.
Skill in monitoring and assisting with positive learning behaviors.
Skill in assisting and monitoring students participating in Pool Therapy.
Skill in providing positive behavior supports.
Skill in effective verbal and written communication
Skill in following oral and written instructions
Skill in establishing and maintaining effective working relationships
 
PHYSICAL REQUIREMENTS: Work is performed in indoor and outdoor environments. Works requires frequent standing, sitting, walking, bending, and lift a minimum of 50 pounds. May be exposed to infectious diseases. 
 
QUALIFICATIONS:
High School Diploma or equivalent.
Valid Arizona IVP Fingerprint Clearance Card
Must be able to obtain CPR certification
One (1) year of childcare or classroom experience and one (1) year of working with students with special needs, or an equivalent combination of training and experience.    
Additional certifications may also be required as specified by the District.
 
Depending on the needs of the District, some incumbents in this class must be able to demonstrate fluency in both Spanish and English as a condition of employment.

Salary Grade:  H              Hourly Pay: $19.55           Hours per Day:   7      Days: 195         Start Date: 2025/2026 School Year         Additional Information: 2 Positions Available

Application Procedure:
Apply online
 




Email To A Friend
Print Version

Openings as of 4/28/2025

Personal Care Assistant - Exceptional Education - 24/25 SY

JobID: 6797

Position Type:
  Instructional Support Staff/Personal Care Assistant - Special Education


Date Posted:
  3/26/2025


Location:
  Exceptional Education


Date Available:
  04/09/2025


  Additional Information:  Show/Hide
DEFINITION: Under close supervision, assist teachers with the delivery of education and daily living skills curriculum and provide personal care and assistance in daily living and personal hygiene skills for special education students.  These activities may include behavioral support or supervision and/or toileting, medical, mobility and communication assistance for special education students.  

ESSENTIAL FUNCTIONS:
(Essential functions, as defined under the Americans with Disabilities Act, may include the following tasks, knowledges, skills and other characteristics.  This list of tasks is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and tasks performed by positions in this class).
 
TASKS:
Assist teachers with providing instruction for students with special needs in school/classroom setting; assist in supporting related service activities of Speech, Occupational Therapy, Physical Therapy, Adaptive Physical Education and Pool Therapy.  These duties also require assistance to prepare classroom materials for instructional activities; monitor and reinforce student behavior and performance; instruct students and develop life skills through assistance with eating, toileting, dressing and hygiene activities; assist in maintaining classroom setting, preparing lessons; support positive strategies to promote behavior, daily living skills and academic instruction;  communicate with parents, and assist students in a group and/or one on one basis; attend workshops and meetings when appropriate.
 
Assist teacher with making copies, filing paperwork, tutoring students, grading homework and tests; organize materials and prepare classroom for instruction; monitor students before and after school and during lunch/recess/specials; assist student with mobility-must be able to lift a minimum of 50 pounds; monitor and assists students with eating, toileting, and personal hygiene; aide in occupational and physical therapy for students throughout the school day; ensure a healthy and safe environment; clean and sanitize classroom setting, materials toys, mats, and tables; document any student-related incidents or injuries; perform related duties as assigned.
 
KNOWLEDGE, SKILLS AND OTHER CHARACTERISTICS:
Knowledge of District policies and procedures
Knowledge of developmental, physical and mental delays and disorders
Knowledge of special education or special needs accommodations
Knowledge of standards for special education.
Skill in utilizing sensory/therapy equipment.
Skill in monitoring and assisting with positive learning behaviors.
Skill in assisting and monitoring students participating in Pool Therapy.
Skill in providing positive behavior supports.
Skill in effective verbal and written communication
Skill in following oral and written instructions
Skill in establishing and maintaining effective working relationships
 
PHYSICAL REQUIREMENTS: Work is performed in indoor and outdoor environments. Works requires frequent standing, sitting, walking, bending, and lift a minimum of 50 pounds. May be exposed to infectious diseases. 
 
QUALIFICATIONS:
High School Diploma or equivalent.
Valid Arizona IVP Fingerprint Clearance Card
Must be able to obtain CPR certification
One (1) year of childcare or classroom experience and one (1) year of working with students with special needs, or an equivalent combination of training and experience.    
Additional certifications may also be required as specified by the District.
 
Depending on the needs of the District, some incumbents in this class must be able to demonstrate fluency in both Spanish and English as a condition of employment.

Salary Grade:  H              Hourly Pay: $18.85           Hours per Day:   7      Days: 195         Start Date: 2024/2025 School Year         Additional Information: 1 Position Available

Application Procedure:
Apply online
 




Email To A Friend
Print Version

Openings as of 4/28/2025

Speech and Language Pathologist Assistant - 25/26 SY

JobID: 7193

Position Type:
  Instructional Support Staff/Support Assistant


Date Posted:
  4/21/2025


Location:
  Exceptional Education


Date Available:
  07/23/2025


  Additional Information:  Show/Hide
DEFINITION: Under supervision of Language, Speech, and Hearing Therapists, completes a variety of tasks such as activities designed to develop pre-language and language skills, oral-motor control for speech production, vocalization, and use of assistive technology devices for communication; works with students who have identified speech and language disorders as well as other disabilities; performs related duties as assigned.  

ESSENTIAL FUNCTIONS:
(Essential functions, as defined under the Americans with Disabilities Act, may include the following tasks, knowledge, skills and other characteristics.This list of tasks is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and tasks performed by positions in this class).

TASKS:
Conducts speech and language screenings, without interpretation, and uses screening protocols developed by the Language, Speech, and Hearing Therapists; provides direct treatment assistance to students at various school sites; follows and implements documented treatment plans or protocols; documents student progress toward meeting established objectives and reports the information to therapists; assists the therapists during assessments by assisting with documentation and performing clerical duties including preparing Medicaid requests; prepares therapy materials such as visual boards, word walls, communication boards, and/or equipment for use in therapy activities; programs and troubleshoots Augmentative and Alternative Communication (AAC) devices; adapts or modifies instructional materials and/or equipment as determined by student needs and abilities; assists in maintaining student records, tallying data, preparing charts, records, graphs and reports; observes and reports significant behavioral patterns or other problems to the therapists; assists in maintaining appropriate behavior between activities; prepares various teaching materials such as charts, pictures, word lists, and other related items.
 
KNOWLEDGE, SKILLS AND OTHER CHARACTERISTICS:
Knowledge of Speech and language pathology equipment, materials, and procedures
Knowledge special education requirements both Federal and State regulations.
Knowledge of childhood development disorders and treatments.
Knowledge of terminology related to communicative disorders.
Skill in developing and implementing individualized lesson plans.
Skill in AAC device programming.
Skill in working with culturally and linguistically diverse children.
Skill in working independently.

PHYSICAL REQUIREMENTS: Work is performed in an indoor environment.  Work requires frequent sitting, repetitive motion, vision to monitor, and may require some lifting.
 
QUALIFICATIONS:
Associate of arts degree in speech-language pathology or communication disorders, or graduation from a speech language pathology assistant program
experience with students with disabilities.
Arizona Speech/Language Assistant Certificate.
Valid Arizona IVP Fingerprint Clearance Card 
Depending on the needs of the District, some incumbents in this class must be able to demonstrate fluency in both Spanish and English as a condition of employment. 

Salary Grade: N     Hourly Pay: $22.85   Hours per Day: 8     Days in Contract: 211  Start Date: 2025/2026 School Year

Application Procedure:
Apply online
 




Email To A Friend
Print Version

Openings as of 4/28/2025

Program Specialist Special Education - 25/26 SY

JobID: 7096

Position Type:
  Professional Non-Teaching/Program Specialist


Date Posted:
  3/20/2025


Location:
  Exceptional Education


Date Available:
  07/01/2025


  Additional Information:  Show/Hide
DEFINITION: The Special Education Program Specialist will provide support to the special education certified and classified staff in the district in the implementation of the Special Education program, as well as assist in Special Education Department functions regarding student participation in general curriculum, reports to ADE, and staff training.  Reports to the Exceptional Education Director.  

ESSENTIAL FUNCTIONS:
(Essential functions, as defined under the Americans with Disabilities Act, may include the following tasks, knowledge, skills and other characteristics.  This list of tasks is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and tasks performed by positions in this class).  

TASKS:
Serves in complex cases as administrative designee and helps mediate in multi-disciplinary conferences with parents of students who have been referred for Special Education evaluation when there are dissenting views of placement options.  Inform parents of legal rights and due process procedures.
Function as the first-level ombudsperson in reviewing placement or parental concerns regarding Special Education services.
Serve as the main liaison between school sites and the Special Education Department in implementing the Special Education program to include program development, coordination and evaluations.
Provide instructional support to classroom teachers and programmatic/personal care assistants.
Assist with integration and communication between special education, regular education to include curriculum and language acquisition program in order to meet the needs of diverse learners. Assist with the implementation of MTSS and UDL.
Evaluate effectiveness of IEP through classroom observation as requested by the special education department, site administrators, parents and teachers.
Assist teachers and site administrators by recommending alternative methods or materials to be used to meet the educational needs of students who are ineligible for special education programs.
Meet regularly with sites special education team (Psychologist, SLPs, and Special Ed Teachers etc).
Consults with school site administration to ensure compliance with state/federal law in disciplining and transferring students.
Provides inter-agency liaison services including the monitoring of IEP’s between the district and non-public schools, county-operated programs, residential treatment centers, and other school districts to assure appropriate educational services for pupils with exceptional needs.
Monitor accuracy and compliance of special education students’ data base and paperwork.
Use student data for assisting in the completion of required reports to the ADE.
Assist in the coordination of norm-referenced and state assessments, and the appropriate accommodations and modifications for special education students.
Plan and conduct special education and related issues in-services.
Participates in the development or innovative instructional and behavioral intervention methods to meet the exceptional needs of pupils.
 
OTHER DUTIES AND RESPONSIBILITIES
Participates in selected regional special education administrators meetings.
Provides information to parent groups and community agencies regarding special education programs, services and procedures.
Maintains current knowledge of regulations and procedures related to programs and services for pupils with exceptional needs.
Maintains professional competence through participation in staff development activities provided and supported by the district, and other professional growth activities selected by the employee.
Performs other duties as assigned by the Special Services Administrator.  

KNOWLEDGE, SKILLS AND OTHER CHARACTERISTICS:
Knowledge of special education and gifted and talented pedagogy and the methods/materials used in effective instruction.
Knowledge of and ability to interpret Federal and State  laws, regulations, policies and guidelines related to special education,  gifted and talented programs, and 504 compliance.
Must demonstrate strong instructional abilities as well as knowledge of integration and inclusion strategies.
Skill in evaluating programs for effectiveness using qualitative and quantitative data,
In analyzing data and formulate decisions based on data,
In establishing and maintaining effective working relationships, and in evaluating special education personnel at assigned schools.
Excellent interpersonal skills and strong group facilitation skills.
Ability to communicate effectively and professionally in both verbal and written with parents, administration, school staff, and other relevant groups or individuals.  

PHYSICAL REQUIREMENTS: Work is performed in an indoor environment.  Work requires frequent sitting, repetitive motion, vision to monitor, and may require some lifting. Work requires travel from school to school.  

QUALIFICATIONS:
Valid Arizona Certification in Special Education and Supervisor (up to 2 years to acquire supervisor certification)
Valid Arizona IVP Fingerprint Clearance Card
Minimum 5 years’ experience in a special education setting

Salary: PNT-260, Grade E              Hours per Day: 8               Days in Contract: 260               Start Date: 2024/2025 School Year         Additional Information: 2 Positions

Application Procedure:
Apply online
 




Email To A Friend
Print Version

Openings as of 4/28/2025

School Psychologist (District Pool) - 25/26 SY

JobID: 7169

Position Type:
  Professional Non-Teaching/School Psychologist


Date Posted:
  4/7/2025


Location:
  Exceptional Education


Date Available:
  07/23/2025


  Additional Information:  Show/Hide

DEFINITION: Under general supervision, coordinates referral, comprehensive evaluation, and placement process for qualified students. Facilitates communication between school staff, parents, outside agencies, therapists regarding the health and education needs of the special needs students.  

ESSENTIAL FUNCTIONS: (Essential functions, as defined under the Individual with Disabilities Education Act may include the following tasks, knowledge, skills and other characteristics.  This list of tasks is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and tasks performed by positions in this class)
 
REPORTS TO: Exceptional Education Director  

TASKS:
Participates in pre-referral meetings to generate accommodation plans for students who are experiencing difficulties; conducts child study meetings to determine evaluation need; administers psychological, emotional, and intellectual portions of the comprehensive psycho-educational evaluation; writes summative psycho-educational evaluation report/Multidisciplinary Evaluation Team (MET) in district on-line special education management system; provides input into diagnostic decisions and placement decisions for students who qualify for special education services.
 
Collaborates with other professionals and makes recommendations relating to a student’s goals and objectives as derived from the comprehensive evaluation; assists with preparation and maintenance of special education; conveys information from the school to the parent regarding education and health concerns/needs; assists parents with accessing appropriate services in the community (medical, mental health, etc.); can assist Teacher Assistance Teams (TAT) with strategies and plans for students behavior and academic issues (observation, FBAs’ BIPs) for students who have been receiving support through tiered intervention and TAT; participates in and conducts child study meetings to determine evaluation needs; supervises interns/practicum students studying to be school psychologists; performs other duties as assigned.
 
KNOWLEDGE, SKILLS AND OTHER CHARACTERISTICS:
Knowledge of special education law including ADA and IDEA.
Knowledge of District and Department policies and procedures.
Knowledge of special education rules and regulations.
Knowledge of classroom management and teaching strategies.
Skill in understanding mental disorders.
Skill in administering and interpreting results of psychological and educational assessments. 
Skill in working with teachers, administrators, students, parents, and outside agencies.
Skill in establishing and maintaining effective working relationships.
 
PHYSICAL REQUIREMENTS: Work is performed in an indoor environment.  Work requires frequent sitting, repetitive motion, vision to monitor and lifting up to 25 pounds.
 
QUALIFICATIONS:
Master’s degree in School Psychology, Child Development, or closely related field.
Experience with evaluation of school age children required.
Standard School Psychologist PreK - 12 Certificate from the Arizona Department of Education
 
PREFERRED QUALIFICATIONS:
Nationally Certified School Psychologist
Arizona Psychologist License
 
Additional compensation will be considered if candidate meets the below preferred qualifications:
Doctoral (PhD) degree in School Psychology, Child Development, or closely related field.
Experience with evaluation of school age children required.
Standard School Psychologist PreK - 12 Certificate from the Arizona Department of Education
Supervises a minimum of 1, maximum of 2 School Psychologists; supervises a maximum of 4 Psychologist Interns.

Depending on the needs of the District, some incumbents in this class must be able to demonstrate fluency in both Spanish and English as a condition of employment.

Salary: TBD               FTE: 1.0         Days in Contract: 211        Start Date: 2025/2026 School Year          Additional Information: 4.0 FTE Positions Available 





Email To A Friend
Print Version

Openings as of 4/28/2025

Speech and Language Pathologist (District Pool) - 25/26 SY

JobID: 7045

Position Type:
  Professional Non-Teaching/Speech and Language Pathologist


Date Posted:
  2/13/2025


Location:
  Exceptional Education


Date Available:
  07/23/2025


  Additional Information:  Show/Hide
Definition: Under general supervision, coordinates pre-referral, evaluation, speech and language instruction and therapies for qualified students. Facilitates communication between school staff, parents, outside agencies, therapists regarding the health and education needs of the special needs students.

Essential Functions:
(Essential functions, as defined under the Americans with Disabilities Act, may include the following tasks, knowledge, skills and other characteristics.This list of tasks is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and tasks performed by positions in this class).

Tasks:
Participates in pre-referral meetings to generate accommodation plans for students who are experiencing difficulties; directs speech language therapy services for articulation, expressive and receptive language, social pragmatic language, and speech fluency; may co-teach and provide modeling for regular education teachers who are working with at-risk students; conducts evaluations with formal and informal testing, informal screenings, and student interventions; conducts child study meetings to determine evaluation needs; prepares and delivers therapy lesson plans for students; administers speech and language and observational portions of the comprehensive psycho-educational evaluation; provides input into diagnostic decisions and placement decisions for students who qualify for special education services; determines the student's goals and objectives and provide direct instruction or consultative services to meet these goals  including necessary use of assistive technology and/or augmentative communication devices.
 
Responsible for special education and §504 paperwork on students; conveys information from the school to the parent regarding education and health concerns/needs; assists parents with accessing appropriate services in the community (medical, mental health, etc.); instructs teachers, parents and students regarding activities and equipment, in lieu of, or as follow-up to therapy; keeps progress notes and discharge records; analyzes notes and prepares reports based on findings; participates in Medicaid reimbursement billing process for qualified providers and qualified students; collaborates with other SLP's to enhance techniques/share information; performs other duties as assigned.
 
Knowledge, Skills and other Characteristics:
Knowledge of the field of Speech language Pathologist.
Knowledge special education requirements both Federal and State regulations.
Knowledge of childhood development disorders and treatments.
Knowledge of Arizona Academics Standards for all grade levels.
Skill in developing and implementing individualized lesson plans.
Skill in AAC device programming.
Skill in working with culturally and linguistically diverse children.
Skill in working independently.
 
Physical Requirements: Work is performed in an indoor environment.  Work requires frequent sitting, repetitive motion, vision to monitor, and may require some lifting.
 
Qualifications:
Bachelor's Degree in Education, Communication Disorders, or related field preferred.
Standard Speech-Language Pathologist PreK-12 Certificate from the Arizona Department of Education.
Arizona Speech/Language Pathology License.

ADDITIONAL COMPENSATION WILL BE CONSIDERED IF CANDIDATE MEETS PREFERRED QUALIFICATIONS:
Preferred Qualifications:
Mater's Degree in Speech-Language Pathology or the equivalent from a nationally or regionally accredited college or university 
ASHA Clinical Certificate of Competence (CCC-SLP) 

Depending on the needs of the District, some incumbents in this class must be able to demonstrate fluency in both Spanish and English as a condition of employment. 

Salary Grade:  TBD            FTE: 1.0            Start Date: 2024/2025 School Year          Additional Information: 5 Positions Available

Application Procedure:
Apply online

 




Email To A Friend
Print Version